2. Open Education:
Serving Social Justice &
Transforming Pedagogy
Dr. Robin DeRosa
Plymouth State University
@actualham
Dr. Rajiv Jhangiani
Kwantlen Polytechnic University
@thatpsychprof
4. • ON Students now work 173% more
hours than they did in 1975 to pay
for PSE
5. • ON Students now work 173% more
hours than they did in 1975 to pay
for PSE
• Half of Bachelor’s degree
graduates rely on student loans
6. "Kids Giving you problems? Hire an Elephant" by peasap is licensed under CC BY 2.0
• ON Students now work 173% more
hours than they did in 1975 to pay
for PSE
• Half of Bachelor’s degree
graduates rely on student loans
• In 2012, Canadian student loan
debt surpassed $28 billion
7. • ON Students now work 173% more
hours than they did in 1975 to pay
for PSE
• Half of Bachelor’s degree
graduates rely on student loans
• In 2012, Canadian student loan
debt surpassed $28 billion
• Average student debt in Canada is
$28,495The cost of textbooks has
risen by 1041% since 1977
Source: Canadian Centre for Policy Alternatives
8. • ON Students now work 173% more
hours than they did in 1975 to pay
for PSE
• Half of Bachelor’s degree
graduates rely on student loans
• In 2012, Canadian student loan
debt surpassed $28 billion
• Average student debt in Canada is
$28,495
• 3 years after graduating, only 21%
are debt free
9. • ON Students now work 173% more
hours than they did in 1975 to pay
for PSE
• Half of Bachelor’s degree
graduates rely on student loans
• In 2012, Canadian student loan
debt surpassed $28 billion
• Average student debt in Canada is
$28,495
• 3 years after graduating, only 21%
are debt free
• When debt reaches $10,000,
program completion rates drop
from 59% to 8%
• The cost of textbooks has risen by
1041% since 1977
20. 1
Access codes
• Eliminate no-cost
alternatives
• Eliminate low-cost
alternatives
• Create a direct link
between the ability
to pay and ability
to get good grades
21. What can YOU do?
• Survey your student body
• #textbookbroke campaign
• Presentations
• Utilize visuals, create displays
• Speak directly to faculty & admin
• Suggest that faculty review a textbook
• Showcase examples
• Form a student-led OER group
• Connect. Collaborate.
23. 66.5% Not purchase the required textbook
47.6% Take fewer courses
45.5% Not register for a specific course
37.6% Earn a poor grade
26.1% Drop a course
19.8% Fail a course
Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.
Florida Student Textbook Survey (2016)
24. 46 15.5 22.7 7.8 8.1
0 10 20 30 40 50 60 70 80 90 100
Not purchased the required textbook
Percentage of Respondents
Never
Rarely
Sometimes
Often
Very Often
ACTUAL SPENDING ON TEXTBOOKS (PAST 12 MONTHS)
RANGE: $0-$3000; MEAN: $698; MEDIAN: $500
Jhangiani & Jhangiani (in press)
25. 54% Not purchase the required textbook
30% Earn a poor grade
27% Take fewer courses
26% Not register for a specific course
17% Drop or withdraw from a course
Jhangiani & Jhangiani (in press)
Survey of post-secondary students in BC
26. Buy used (if possible)
Buy online
Resell (if possible)
Rent
Shared purchase
(Inter)library loans
Photocopy
International edition
Old edition
27. – University of Minnesota student
“I figured French hadn't
changed that much”
30. 0% 10% 20% 30% 40% 50% 60% 70%
Used interlibrary loan copies
Leased e-chapters
Rented e-textbooks
Rented print textbooks
Used library reserve copies
Leased e-textbook
Shared textbooks with classmates
Downloaded textbooks from the internet
Purchased used copies from the campus store
Sold used textbooks
Purchased textbooks from a source other than the campus store
Unaffected by the cost of textbooks
Jhangiani & Jhangiani (in press)
33. Access, broadly writ.
The Digital
Divide: noun
Digital
Redlining: verb
How do open practices
augment inequalities?
How do they raise barriers?
How can we make these
problems more visible?
34. Access, broadly writ.
Is something OPEN if entire
groups of students are
excluded from using it?
Front-End Universal Design
51 staff hours
$1306.25
Iterate Without Deferral
37. I would not have bought the text book for
this course because it's an elective. I
would have possibly walked away with a
C, now I might actually get an A-
It is easily accessible and convenient.
Material is easy to understand and follow
I personally really like the convenience of having the
complete set of chapters on my computer and even
accessible from my phone if I need it. I like that I don't
have to lug around another text book
It's free and it's a great money saver
44. The same applies in Canada…
Jhangiani, R. S., Dastur, F., LeGrand, R., & Penner, K. (under review). As good or better than
commercial textbooks: Students’ perceptions and outcomes from using open digital and
open print textbooks.
0
10
20
30
40
50
60
70
80
90
100
Exam 1 Exam 2 Exam 3
PercentCorrect
Traditional
Open Print
Open Digital
p < 0.05 ns ns
50. Open
Architectures
• Drag ’n Drop → Design
• Digital consumer →
Digital creator
• Data mining → Data control
• Audience of 1 →
Public impact
• Web as broadcast station →
Web as open lab
• Work attached to course →
Work attached to student
• Locked down → Networked
• ePortfolio → ePort
http://kayleighbennett.com/
54. Open Pedagogy:
HOW
Deeper learning (Farzan & Kraut, 2013)
Evaluate and defend credibility of
sources (Marentette, 2014)
Write more concisely and think
more critically (Farzan & Kraut, 2013)
Collaborate with students from
around the world (Karney, 2012)
Provide and receive constructive
feedback (Ibrahim, 2012)
Enhance digital literacy (Silton, 2012)
Communicate ideas to a general
audience (APS, 2013)
57. 22,000
37,000+
97%
Students who have taken on
Wikipedia assignments since 2010
New articles that students have
created
Instructors who say they will, or
plan to, teach with Wikipedia again
68. An Open
“Textbook”
Can Be:
• Interactive
• Collaborative
• Dialogic
• Dynamic
• Empowering
• Contributory
• Current
• Accessible
• Multimedia
• Public
• (Free)
CC0 Alan
71. Open Ed: Growing Institutional Initiatives
• Grow Faculty Champions
• Compensate for Academic Labor
• Contextualize as an
Access Movement
• Team Approach:
• Academic Technology
(Connected Learning)
• Teaching & Learning Centers
(Learner-Driven Pedagogies)
• Librarians (OER Search)
72. Workshop Session:
Taking Next Steps
Individually (Robin)
• Opening Your Syllabus
• Assignment Development
• Tools for Working Open
Institutionally (Rajiv)
• Models for Building Capacity
• Examples from Successful
Initiatives
Join us!
CC0 Alan Levine
Tuition fees began rising faster than the rate of inflation in the mid-1990s. Undergraduate students in Ontario ($8,114) paid the highest average tuition fees in 2016/2017.
Rising tuition fees and the reliance on loan-based financial assistance have pushed student debt to historic levels. The amount owed to the Canada Student Loan Program alone increases by nearly $1 million per day.
The figure among 2 year college students is even lower, at 15%
Image source: https://cupe.ca/sites/cupe/files/styles/large/public/node_representative_image/ubc.jpg?itok=tMo1XQD-
These large levels of debt impact the life decisions students make for years to come.
Image source: http://mfi-miami.com/wp-content/uploads/2015/05/Game-of-Loans.jpg
McElroy, Lori. “Student Aid and University Persistence: Does debt matter?” Millennium Scholarship Foundation, 2005.
The 2015 survey involved 36 universities and over 18,000 graduating university students from across Canada.
The Canada Student Loan Program says most students take about 10 years to pay off their federal debt.
Delays life milestones; Takes a toll on mental health
Screenshot of http://calgaryherald.com/news/local-news/alberta-universities-report-dramatic-rise-in-food-bank-use
So while our brochures say come in, we welcome you, this is what higher education looks like to many.
Photo credit: Rajiv Jhangiani (CC-BY-NC)
Once again, our institutions reinforce existing power structures. If higher education is a key to social and economic mobility, that key is locked. Visible, but inaccessible.
Now of course there are many elements of this we can talk about…
Emergency services key box by Dennis van Zuijlekom (CC-BY-SA 2.0). Retrieved from: https://flic.kr/p/p2JuRg
The cost of textbooks in Canada is often higher due to a 10-15% tariff that is imposed on imported books, a piece of legislation that costs students an estimated $130 million per year.
Even the financial consumer agency of Canada advises post-secondary students to “share some resources with roommates and friends in the same program” if doing so is practical!
https://pbs.twimg.com/media/CrxI3tDWYAEEqzF.jpg
Why the focus on textbook costs (versus tuition)? Parallels between what students and faculty have more and less control over
23% do not have sole control (NACS Faculty Watch, 2015)
Principal-agent dilemma
28% do not know the prices of assigned books (NY PIRG, 2008)
I regret to inform you that we now live in the era of the $400 textbook.
The unaffordability problem; the new edition problem; the access code problem; the accessibility problem
Including library books, borrowing books, doing without, or oer
Used, shared, etc.
The real calculus of the university degree
This is why students across the country have joined the social media campaign #textbookbroke
Disproportionately borne by 1st gen students, students of colour.
Just as we as faculty cannot control tuition but can control textbook costs, students cannot easily choose not to pay tuition, but they can choose not to buy textbooks. Or groceries.
Meme generated on https://imgflip.com/memegenerator
Unknown source
Screenshot of http://www.ratemyprofessors.com/ShowRatings.jsp?tid=1429217
The first of these tensions is what I refer to as “Free vs. Freedom”
FREEDOM
If it wasn’t already clear to you, this is a social justice issue with a very human face, faces that I see everyday in the classroom.
But isn’t it nice that what serves social justice and pedagogical innovation is also empirically supported?
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
Source: David Wiley (CC-BY 4.0)
Source: David Wiley (CC-BY 4.0)
Source: David Wiley (CC-BY 4.0)
Image retrieved from https://idisciple.blob.core.windows.net/idm/Finding-a-Win-Win-Solution.png